安阳工学院学报
安暘工學院學報
안양공학원학보
JOURNAL OF ANYANG INSTITUTE OF TECHNOLOGY
2014年
2期
80-84,112
,共6页
认知诊断%Q矩阵%属性%认知诊断模型
認知診斷%Q矩陣%屬性%認知診斷模型
인지진단%Q구진%속성%인지진단모형
cognitive diagnosis%Q matrix%attribute%cognitive diagnostic model
认知诊断测验是近年来兴起的测验形式,受到越来越多研究人员的关注。认知诊断测验与传统的纸笔测验、计算机自适应测验最大的不同之处在于它能够提供被试者在知识上的详细掌握情况,能够让被试者了解自身的长处和不足,可以进行有针对性的补救学习;能够让指导者了解学生在知识上的优点和弱点,可以进行有针对性的补救教学。认知诊断测验是适应现代教育的发展而产生的,认知诊断测验的功能虽然强大,但是要真正大规模的实现,却也不是容易的事情,因为实施认知诊断测验涉及很多关键技术,并且有的技术目前还不成熟。对实施认知诊断测验的关键技术进行系统性的介绍,以使更多的研究人员投身到诊断测验的研究中来,促进认知诊断测验的发展。
認知診斷測驗是近年來興起的測驗形式,受到越來越多研究人員的關註。認知診斷測驗與傳統的紙筆測驗、計算機自適應測驗最大的不同之處在于它能夠提供被試者在知識上的詳細掌握情況,能夠讓被試者瞭解自身的長處和不足,可以進行有針對性的補救學習;能夠讓指導者瞭解學生在知識上的優點和弱點,可以進行有針對性的補救教學。認知診斷測驗是適應現代教育的髮展而產生的,認知診斷測驗的功能雖然彊大,但是要真正大規模的實現,卻也不是容易的事情,因為實施認知診斷測驗涉及很多關鍵技術,併且有的技術目前還不成熟。對實施認知診斷測驗的關鍵技術進行繫統性的介紹,以使更多的研究人員投身到診斷測驗的研究中來,促進認知診斷測驗的髮展。
인지진단측험시근년래흥기적측험형식,수도월래월다연구인원적관주。인지진단측험여전통적지필측험、계산궤자괄응측험최대적불동지처재우타능구제공피시자재지식상적상세장악정황,능구양피시자료해자신적장처화불족,가이진행유침대성적보구학습;능구양지도자료해학생재지식상적우점화약점,가이진행유침대성적보구교학。인지진단측험시괄응현대교육적발전이산생적,인지진단측험적공능수연강대,단시요진정대규모적실현,각야불시용역적사정,인위실시인지진단측험섭급흔다관건기술,병차유적기술목전환불성숙。대실시인지진단측험적관건기술진행계통성적개소,이사경다적연구인원투신도진단측험적연구중래,촉진인지진단측험적발전。
In recent years, cognitive diagnostic assessment as a new test form attracted more and more research-ers' attention. Comparing with the traditional paper-based, computer adaptive testing, the biggest difference of cognitive diagnostic assessment is that it is able to provide details about the respondent' strength and weakness in the knowledge field, allowing subjects to understand their own strengths and weaknesses, and can be targeted remedial learning;allows instructors to understand students' knowledge of the strengths and weaknesses that can be targeted remedial instruction. Cognitive diagnostic assessment is to adapt to the development of modern educa-tion and although it has powerful features, but to really achieve large-scale assessment, but it is not an easy thing, because the implementation of cognitive diagnostic test involves a lot of key technologies, and some tech-nology is not yet mature. In this paper, systematic introduction of the implementation of the key technologies of cognitive diagnostic assessment to make more researchers plunge into the study of diagnostic assessment to pro-mote cognitive development of diagnostic assessment.